Influence of School Principals and Students with Autism: A Qualitative Study

Autor/in	Mallery, Mona L.
Titel	Influence of School Principals and Students with Autism: A Qualitative Study
Quelle	(2016), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-9979-4
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Principals; Student Needs; Administrator Responsibility; Administrator Attitudes; Leadership Qualities; Interpersonal Relationship; School Personnel; Teacher Attitudes; Special Education; Parent Participation; Inclusion + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Principal; Schulleiter; Führungseigenschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulpersonal; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternmitwirkung; Inklusion
Abstract	U.S. schools have experienced a significant growth in the number of students identified with autism spectrum disorder (ASD). The preponderance of students with ASD has challenged school leaders to adjust the ways in which they lead their schools (Riehl, 2000), as well as to understand and implement the mandates of federal laws regarding students with disabilities (DiPaola & Walther-Thomas, 2003). This multiple case study explored the various experiences of 7 school principals charged with addressing the needs of students with ASD, demonstrating that the school principal has more responsibility than ever before regarding disability and student achievement. This research study employed semi-structured interviews, participant questionnaires, field note observations, and document analyses. The unique experiences of participants offered five overarching themes: (a) visionary leadership, (b) building relationships, (c) support personnel, (d) teacher perceptions, (e) principals' experiences with special education, and (f) parental involvement. Disability studies theory, through the lens of social justice, framed the research design and analysis. In sum, each case analysis documented the triumphs and challenges of 7 school principals destined to provide inclusive experiences for the increasing numbers of students with autism in schools today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01